EDSP 471
Teaching the Gifted Learner
1. Catalog Entry
EDSP 471
Teaching the Gifted Learner
Credit hours (3)
Prerequisites: EDSP 361 and a minimum 2.5 GPA
Cross-Listed: EDUC 471
The course provides an introduction to the field of gifted education and the characteristics and needs of gifted learners.
2. Detailed Description of Course
This hybrid/online course focuses on gifted learners and on how they differ cognitively,
affectively, developmentally, and behaviorally from other learners. The course emphasizes
the historical and theoretical foundations of gifted education, including varying
conceptions of giftedness and how these conceptions apply to gifted learners from
diverse cultural and linguistic backgrounds. Course topics include the following:
1) Historical and current understandings and definitions of giftedness that recognize
varied expressions of advanced aptitudes;
2) Current issues and trends, including diversity and inclusion, connecting general,
special, and gifted and talented education;
3) Cognitive and affective (social-emotional) needs of gifted students as well
as differences between gifted students;
4) Gifted behaviors in special populations (i.e., those who are culturally and
linguistically diverse, economically disadvantaged,
highly gifted, or have special needs or multiple exceptionalities);
5) Developing differentiated educational plans for gifted learners;
6) Strategies for encouraging collaboration among parents, professional colleagues,
and gifted students;
7) Characteristics of effective learning environments to promote academic and
social development for gifted learners; and
8) Unresolved issues in the field of gifted education.
3. Detailed Description of Conduct of Course
N/A
4. Goals and Objectives of the Course
Goals, objectives, and assignments in this course address CAEP Standards, Virginia Licensure Regulations for School Personnel (8VAC20-542-310), and the NAGC-CEC Teacher Knowledge & Skill Standards for Gifted and Talented Education (which were adopted by NCATE in 2006).
At the conclusion of this course, the teacher/teacher candidate will have had the
opportunity to develop competencies in the following knowledge and skills and will
be able to:
1) Understand current and historical conceptualization of giftedness; (8VAC20-542-300
#1; NAGC-CEC #1)
2) Identify key issues and trends, including diversity and inclusion, connecting
general, special, and gifted and talented education;
(8VAC20-542-300 #1, #6; NAGC-CEC #1)
3) Recognize varied expressions of advanced aptitudes, skills, creativity, and
conceptual understandings; (CAEP #2;
8VAC20-542-300 #2; NAGC-CEC #2, #3)
4) Recognize the various cognitive and affective (social-emotional) needs of gifted
students as well as differences between gifted
students; (CAEP #2; 8VAC20-542-300 #2; NAGC-CEC #2, #3)
5) Recognize gifted behaviors in special populations (i.e., those who are culturally
and linguistically diverse, economically
disadvantaged, highly gifted, or have special needs or multiple exceptionalities;
(CAEP #2; 8VAC20-542-300 #2; NAGC-CEC #2, #3)
6) Explain strategies for encouraging collaboration among parents, professional
colleagues, and gifted students; (CAEP #10;
8VAC20-542-300 #1; NAGC-CEC #10)
7) Recognize characteristics of effective learning environments to promote academic
and social development for gifted learners;
(CAEP #3; 8VAC20-542-300 #5; NAGC-CEC #5) and
8) Demonstrate proficiency in grammar, usage, and mechanics across both oral and
written assignments, communications for a
variety of purposes, and proficiency in writing as a tool for effective instructional
planning and assessment (8VAC20-542-300 #7, #8).
5. Assessment Measures
All instructors of this course will assess learning in this class in a variety of
ways. These include, but are not limited to, the following:
1) Response journals to assigned readings;
2) Written assignments such as case study analyses and reflections on local/national
policy and standards;
3) Small group projects;
4) Class participation in discussions and small group activities; and
5) Mid-term and/or final examination/s on course content.
6. Other Course Information
EDSP 471 will be co-listed with EDSP 571 and cross-listed with EDUC 471 and EDUC 571.
Undergraduate students in Interdisciplinary Studies who concentrate in Special Education can choose this course as a special education elective course. This course can also be an elective course for Special Education majors. This course can also be a service course for Psychology, School Psychology, and COSD majors.
Review and Approval
September 2001, Alice Anderson & Holly Robbins
April 23, 2014